Public Mental Health is the application of the principles of medicine and social science to prevent the occurrence of mental and behavioral disorders and to promote mental health of the population. This course illustrates the principles of public health applied to depressive disorder, including principles of epidemiology, transcultural psychiatry, health services research, and prevention. It is predicted that by 2020 depressive disorder will be the most important cause of disease burden in the entire world! Every human being suffers from feeling depressed at some point or other, but only about one fifth of the population will experience an episode of depressive disorder over the course of their lives. This course illuminates the public health approach to disease, and the particular complexities of applying this approach to mental disorders, using depression as the exemplar.

The Public Health Approach course is the first instalment of the wider Foundations of Public Health Practice specialisation from Imperial College London's Global Master of Public Health (MPH). The scope and content of this course has been developed from the ground up by a combined team of academics and practitioners drawing on decades of real-world public health experience as well as deep academic knowledge. Through short video lectures, practitioner interviews and a wide range of interactive activities, learners will be immersed in the world of public health practice. Designed for those new to the discipline, over four modules (intended for four weeks of learning), learners will become familiar with the scope, origins, ethics, principles and paradigms of public health practice. But there is also important foundational content for those coming from more experienced practitioner backgrounds. The 'Public Health Approach' is a phrase that is used widely to describe an up-stream, preventive, values-driven and evidence-based approach to improving population health. By the end of this course, learners will be confident with identifying and describing a wide range of public health challenges using the language and reference points of the public health profession. The subsequent courses require the knowledge from this course, as learners will be introduced to the public health toolkit of health needs assessment and evaluation, before taking deeper dives into behaviour change and health protection.

Humans often fail to make rational decisions that affect their health. This course seeks to heighten understanding of the social and behavioral factors that contribute to health decisions and behaviors, with an ultimate goal of learning how to utilize these factors in improving public health efforts. Through a set of experiential learning exercises, students will learn to apply the science of health behavior change in their own lives. The course is appropriate for students interested in health care and public health, as well as individuals who are interested in learning to apply the science of behavior change to improve their personal wellbeing.

This course will empower non-prescribing providers to directly impact the ongoing opioid crisis in the United States through increased knowledge and tools that will transform practice and policies. The course will inform you about the opioid epidemic and provide information and research about evidence-based strategies that are focused on prevention, intervention, education, or policy. This open learning course is designed primarily for non-prescribing healthcare, behavioral health, dental and social services professionals, as well as graduate-level students in these fields. Other individuals may also benefit from this course such as educators and physicians. Continuing Education (CE) for licensure is available upon successful completion of course content. As a learner, you have the ability to select any or all of the modules and topics that interest you. You can complete the course in a linear or non-linear structure according to your preferred viewing order. This course is taught by experts in the field of opioid prevention, intervention, treatment, and policy. Through lectures, panels and interviews, knowledge checks and quizzes, and additional readings and activities, you can explore topics that are most relevant to your work or practice. The course was developed by three University of Michigan programs, including the Institute for Healthcare Policy and Innovation (IHPI), Michigan-Opioid Prescribing Engagement Network (Michigan OPEN) and the CDC-funded University of Michigan Injury Prevention Center. The course consists of 6 “lessons” or modules of varying length, for a total commitment of about 15 hours. This translates to 15 CME and Michigan Social work continuing education credits, and 13 Michigan Pharmacy continuing education credits. The University of Michigan Medical School designates this enduring material for a maximum of 15 AMA PRA Category 1 Credit(s)™. The University of Michigan Medical School is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. This activity contributes to the CME component of the American Board of Anesthesiology’s redesigned Maintenance of Certification in Anesthesiology™ (MOCA®) program, known as MOCA 2.0®. Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements. This course is approved by the Michigan Board of Pharmacy-Approval #539190044. This approval statement is for University of Michigan Institute for Healthcare Policy & Innovation. The Michigan Board of Pharmacy designates this enduring material for a maximum of 13 Continuing Education (CE) Hours. Pharmacists should claim only the credit commensurate with the extent of their participation in the activity. If you would like to earn CME/MOCA credit for participating in this course, please review the information here (https://www.coursera.org/learn/opioid) prior to beginning the activity. This course is approved by the Michigan Social Work Continuing Education Collaborative-Approval #101619-02 for 15 CE hours. The Collaborative is the approving body for the Michigan Board of Social Work.

This course is designed for administrators, advocates, policy makers, clinicians, and service users. It will give you the background, recommendations, and tools you need to address issues related to high quality maternal and newborn care in your own setting. In particular, you will learn about the evidence behind implementing the midwifery model of care as a means to advancing the health and wellbeing of mothers and babies globally. The modules in this course are structured around the Quality Maternal and Newborn Care Framework, first published in the landmark 2014 Lancet Series on Midwifery. You will learn from nearly 20 expert contributors as they discuss their research and personal experiences in low, middle, and high resource settings.

In your previous course, you learned some medical interventions and skills to keep newborns healthy in the days and weeks after they have been born. In this course, you will learn what some additional skills that medical providers do to keep babies healthy. The Newborn Assessment Course will walk you through the physical examination from head to toe. You are going to learn that this is so much we can discover just by looking at a baby. And yes, we will be listening too, and discussing how medical equipment, such as a stethoscope or a pulse oximeter, can help in your exam. You will begin to be able to distinguish some normal findings from some abnormal findings. In all of the modules up until this one, we have discussed abnormalities or illnesses of newborns. In order to understand and recognize what is not normal, it is worthwhile to be clear on what is normal. In this module, Dr. Kohn will demonstrate how to examine a very well newborn. Aside from the obvious size differences and the unbelievable cuteness of newborns relative to adults, there are the influences of fetal development and transition that impact the newborn exam. Keep in mind that your exam may be the first physical evaluation that this baby has in its life! Our task as providers of health care to newborns is to detect which of the many seemingly well babies has an underlying health care problem that needs to be addressed. Previously, we reviewed the screening method that we use to look for critical congenital heart disease. In this module, we will cover the surveillance technique, that is, the physical findings that should make us suspect a newborn might have congenital heart disease. Nearly 41% of children who die under the age of 5 are less than 28 days old. The first month of life is a particularly vulnerable time for these little ones. In this module, you will learn some signs or symptoms that are concerning in newborns in the first month of life, and that need medical attention. You will also learn some common findings that are concerning to parents, but not concerning medically. Those are conditions for which reassurance and/or watchful waiting is appropriate. Distinguishing between concerning and benign conditions will help you ensure the safety and health of newborn babies! A newborn baby is an amazing beautiful life filled with hope. Unfortunately, many babies die or experience preventable harm even in 21st century. It is imperative that babies who are born healthy get off to a healthy start in the first month of life. There are some easy tenets of care to implement that help ensure that babies and families get off to a healthy start no matter where they are in the world. In this specialization learners will acquire the skills necessary for newborn baby care to optimize their health in the hours, days and weeks after they are born.

Epidemiological studies can provide valuable insights about the frequency of a disease, its potential causes and the effectiveness of available treatments. Selecting an appropriate study design can take you a long way when trying to answer such a question. However, this is by no means enough. A study can yield biased results for many different reasons. This course offers an introduction to some of these factors and provides guidance on how to deal with bias in epidemiological research. In this course you will learn about the main types of bias and what effect they might have on your study findings. You will then focus on the concept of confounding and you will explore various methods to identify and control for confounding in different study designs. In the last module of this course we will discuss the phenomenon of effect modification, which is key to understanding and interpreting study results. We will finish the course with a broader discussion of causality in epidemiology and we will highlight how you can utilise all the tools that you have learnt to decide whether your findings indicate a true association and if this can be considered causal.

Often called “the cornerstone” of public health, epidemiology is the study of the distribution and determinants of diseases, health conditions, or events among populations and the application of that study to control health problems. By applying the concepts learned in this course to current public health problems and issues, students will understand the practice of epidemiology as it relates to real life and makes for a better appreciation of public health programs and policies. This course explores public health issues like cardiovascular and infectious diseases – both locally and globally – through the lens of epidemiology.

Introduces students to the core principles of health equity research. Covers topics such as defining health equity, engaging community and policy stakeholders, patient-centeredness, cultural competence, and dissemination of research findings. Content will recognize different geographic, cultural, and social contexts where health inequities occur.

In collaboration with the Rollins School of Public Health and the CDC's Division of Global Health Protection, Emergency Response, and Recovery Branch, this course introduces basic concepts and principles of communicating during a global crisis or emergency. It explores why communication during an emergency is different and the importance of adapting emergency messages to the needs of affected populations. Through sample scenarios, you will get the opportunity to identify information needs and develop useful messages using six guiding principles to help you communicate effectively and promote behaviors that reduce health risks during an emergency.